Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Nascimento, Maria Rosemi Araújo do
 |
| Orientador(a): |
Feldmann, Marina Graziela |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/22928
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Resumo: |
The teaching of Natural Sciences to indigenous students in non-indigenous schools is the object of this research. In this sense, we approach about the formation of educators and their performance in cultural diversity. This is a study about indigenous students in a nonindigenous school in relation to the Natural Sciences curriculum component, in which we built our reflections on the perspective of an education for interculturality, between the Indian and the non-Indian. The participants of the research were three elementary school teachers, working in the first three years, which comprise the cycle for literacy, called by SEMED Manaus Pedagogical Block. It had as its locus a rural school of the municipal public system of Manaus and its objectives were: to analyze the practice of teaching the curriculum component Natural Sciences when taught to indigenous people in non-indigenous schools; to investigate the teaching of the Natural Sciences curriculum component received by indigenous students in non-indigenous classes during the first three years of elementary school; understand what the proposed Guidelines for Indigenous School Education and official documents provide for the curriculum component Natural Sciences in Elementary School, early years; identify what the initial education provides, as a curriculum, for the care of indigenous students, in relation to the curriculum component Natural Sciences; highlight the data found in the shared class, as a possible indicator for improving the learning of indigenous students in non-indigenous classes. For the methodological approach, we adopted, as an approach, the predominantly qualitative research and adopted, as a strategy, a simple descriptive case study, since the facts investigated involve the subjectivity of the subjects and their context in time and cultural space and in their Real daily life. The investigation was carried out, firstly, through theoretical studies and, later, we used the field research for data collection and analysis construction. The research instruments used were the questionnaire, the semi-structured interview, the direct observation: unsystematic through the pedagogical walk; systematic observation of scripted classes; and the implementation of a shared class, using the perspective of intercultural didactics. The interaction between different cultures improves human coexistence and enables the knowledge of self and others; the preservation of cultures allows the next generations to continue the value customs of a civilization; The mother tongue is the main identity of a people and the spread of their culture for the construction of their history. Such assumptions may constitute north or small rivers to begin our journey towards an education in the perspective of interculturality, taking as a starting point the teaching of Natural Sciences and its contents, in the care and preservation of the natural environment, for survival. as an integral part of nature and respect for human diversity |
